Acquisition Stage: instructional goal focuses on helping the student perform the skill accurately (teaching a student math for the first time. From the beginning where they have no idea what to do to the point where they can add 4 + 7 easily and with accuracy.)
Proficiency Stage: the learner attempts to learn the skill at an almost automatic level (giving a student a word list and seeing how many words they can say correctly)
Maintenance Stage: goal is to retain both accuracy and fluency and maintain the high level of performance. (once a concept is learned leaving it for awhile only to come back to it)
Generalization Stage: the learner performs the skill in different times and situations where the student demonstrates proficiency in the skill in different settings and with different people. (Having a student learning to pay for purchases on their own use different forms of money at different locations)
Adaption Stage: applies previously learned skill in a new area of application without any guidance. (Reading and ordering from a menu)
Individually Referenced Data Systems
Direct measurement: focusing on relevant classroom behaviors (oral reading rate or math computation rate)
Repeated measurement: requires that a behavior be counted and recorded over a period of time. (Recording how many times a student yells out in class, how many times in a school day the student has a confrontation with another student)
Graphing data: are used to summarize data, communicate intervention idea, and provide feedback (ratio graph, line graph, bar graph which all can be used to track a student’s progress in any subject area)
Long-range goal performance monitoring: these charts are used to display progress towards a long-range goal. (using a chart you can monitor the progress of such things as math facts)
Short-range goal performance monitoring: charts used to monitor the progress on short term goals. An example of this could be addition involving 5’s and once this is mastered a new short term goal is chosen and assessed.
Data analysis and instructional decisions: provides the student and teacher with a framework to analyze data and evaluate student progress. This type of charting can be used for any subject. An example would be math facts incorrect and correct.
Grading Alternatives
Individualized educational program grading approach: determines grades on the bais of a student progress on goals, and objectives specified on the IEP.
Pass/fail systems: establishes a criteria for passing or failing. (which students are made aware of by their teachers)
Mastery level/criterion systems: usually follows a sequence that includes a pretest, instruction activities, and a posttest.
Point systems: points are assignment for specific assignments and the point totals are associated with a specific grade.
Contract grading: the teacher and student sign a contract that specifies the work to be completed, how the grade is determined, and the timeline for completion.
Multiple grading: the teacher grades students in multiple ways including ability, effort, and achievement.
Shared grading: when there is more than one teacher involved they collaborate and use their personal observations to base their grades off of.
Student self-comparison: students and teachers meet to discuse appropriate goals and progression and then a grade is assigned based on the amount of progress made.
Level grading: grading is individualized looking at the level of difficulty on which the students’ grades are based off of
Descriptive grading: teachers write descriptive comments regarding each students performance, attitude, effort, and learning preference.
Test Modifications
Percentage of Use by Teachers
1. Provide ample space for students to respond to items on test protocol
96.9%
2. Space items so as not to interfere with one another.
95.3%
3. Prepare tests that are typewritten rather than handwritten.
90.6%
4. Allocate more time to complete the test
90.6%
5. Place a blank beside each item on matching test questions rather than have students draw lines
90.6%
6. Monitor students' performance during the test
82.8%
7. Limit the number of choices to a maximum of four on multiple-choice test questions
81.3%
8. Present items in a predictable hierarchical sequence
79.7%
9. Give shorter, more frequent tests rather than fewer, more comprehensive tests
79.7%
10. Read directions and test items to students
79.7%
11. use cues to enhance understanding of the major elements and directions
76.6%
12. Require only brief response or outline form on essay test questions
74.4%
13. Define unfamiliar or abstract words
71.9%
14. limit the number of matching items to ten
71.9%
15. Provide a pool of responses for fill-in-the-blank test questions
70.3%
16. Change the setting in which the student takes the test
62.5%
17. Allow students to choose the number of questions they must answer
62.5%
18. Avoid using never, not, sometimes, or always in true-false test questions
60.9%
19. Adjust the reading level of the test to meet the students' needs
59.4%
20. Decrease the number of test items
57.8%
21. Place answers vertically under multiple-choice test questions
57.8%
22. Place an equal number of choices in both columns on matching test questions
57.8%
23. Avoid ambiguous choices such as all of the above or none of the above on multiple-choice test questions
54.7%
24. Employ subsections that divide open-ended essay test questions
Stages of Learning
Acquisition Stage: instructional goal focuses on helping the student perform the skill accurately (teaching a student math for the first time. From the beginning where they have no idea what to do to the point where they can add 4 + 7 easily and with accuracy.)
Proficiency Stage: the learner attempts to learn the skill at an almost automatic level (giving a student a word list and seeing how many words they can say correctly)
Maintenance Stage: goal is to retain both accuracy and fluency and maintain the high level of performance. (once a concept is learned leaving it for awhile only to come back to it)
Generalization Stage: the learner performs the skill in different times and situations where the student demonstrates proficiency in the skill in different settings and with different people. (Having a student learning to pay for purchases on their own use different forms of money at different locations)
Adaption Stage: applies previously learned skill in a new area of application without any guidance. (Reading and ordering from a menu)
Individually Referenced Data Systems
Direct measurement: focusing on relevant classroom behaviors (oral reading rate or math computation rate)
Repeated measurement: requires that a behavior be counted and recorded over a period of time. (Recording how many times a student yells out in class, how many times in a school day the student has a confrontation with another student)
Graphing data: are used to summarize data, communicate intervention idea, and provide feedback (ratio graph, line graph, bar graph which all can be used to track a student’s progress in any subject area)
Long-range goal performance monitoring: these charts are used to display progress towards a long-range goal. (using a chart you can monitor the progress of such things as math facts)
Short-range goal performance monitoring: charts used to monitor the progress on short term goals. An example of this could be addition involving 5’s and once this is mastered a new short term goal is chosen and assessed.
Data analysis and instructional decisions: provides the student and teacher with a framework to analyze data and evaluate student progress. This type of charting can be used for any subject. An example would be math facts incorrect and correct.
Grading Alternatives
Individualized educational program grading approach: determines grades on the bais of a student progress on goals, and objectives specified on the IEP.
Pass/fail systems: establishes a criteria for passing or failing. (which students are made aware of by their teachers)
Mastery level/criterion systems: usually follows a sequence that includes a pretest, instruction activities, and a posttest.
Point systems: points are assignment for specific assignments and the point totals are associated with a specific grade.
Contract grading: the teacher and student sign a contract that specifies the work to be completed, how the grade is determined, and the timeline for completion.
Multiple grading: the teacher grades students in multiple ways including ability, effort, and achievement.
Shared grading: when there is more than one teacher involved they collaborate and use their personal observations to base their grades off of.
Student self-comparison: students and teachers meet to discuse appropriate goals and progression and then a grade is assigned based on the amount of progress made.
Level grading: grading is individualized looking at the level of difficulty on which the students’ grades are based off of
Descriptive grading: teachers write descriptive comments regarding each students performance, attitude, effort, and learning preference.
Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)